Procedure: Add 2cm3 of Fehling‟s solution A to 2cm3 of Fehling‟s B in a test tube. Add an equal volume of 2% glucose solution and heat gently (you could also boil) for about 3minutes
Observation: A reddish ppt will be formed
Conclusion: A red colour ppt confirms the presence of a simple reducing sugar
Evaluation: teacher ask students to state the end colour formed at the end of Benedict and Fehling‟s tests
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146 Week 5
Topic: Test for Carbohydrates (complex sugar and starch) Objectives: By the end of the lesson, students should be able to:
i. Report the procedure of testing for complex sugar ii. Describe test for starch
Duration: 1 hour
Topic Steps Teacher’s activities Student’s activities
Material
Test for
complex sugar (sucrose)
1 The teacher explains the procedures involved in the test for complex sugar (sucrose) He shows the students the reagents needed
The students listen to the teacher, they ask questions on any area not clear to them.
The
chalkboard, reagents and laboratory
Test for starch using bread and iodine solution
2 The teacher explains the procedures involved in the test for starch in a piece of bread using iodine
solution He shows the students the reagents needed
The students listen to the teacher and they ask questions on any area not clear to them.
chalkboard, reagents, print text and laboratory
Summarized content:
Complex Sugar: Complex sugars have the formula C12H22O11 and included in this group are sucrose (cane sugar), maltose (malt sugar) and lactose (milk sugar). The complex sugars are colourless crystalline substances which are about three times more soluble in water than the simple sugars. They also diffuse more slowly than the simple sugar. They are easily converted (hydrolysed) to simple sugar by traces of acid or by enzymes Exp. 3: Test for complex sugar (sucrose)
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Procedure: Sucrose does not react with Benedict‟s solution because it does not reduce copper sulphate, so it is necessary to first boil it in Dil. HCl so as break the sucrose into simple sugar (hydrolysis) C12H22O11 +H2O hydrolysis by HCl C6H12O6 + C6H12O6
So boil a cane sugar extract with some portion of Dil. HCl then, add few drops of Sodium hydroxide to neutralise excess acid. Now, perform Benedict‟s test as done in simple sugar experiment.
Observation: A pale/sky blue ppt will turn to brick -red gradually on heating the mixture
Conclusion: Brick-red colouration confirms the presence of a simple reducing sugar(glucose) from a complex sugar (sucrose)
Exp. 4: Test for Starch (Polysaccharide)
Procedure: Take a slice of bread, and add a few drops of Iodine solution on the white part of the slice bread
Observation: A blue-black colouration appears
Conclusion: Blue-black colouration confirms the presence of starch
Evaluation: students are asked to name two other foods that can be used for test for starch apart from bread. They are also asked to list three reagents used in the test for complex sugar
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148 Week 6
Topic: Test for Protein (Biuret and Millon‟s tests)
Objectives: By the end of the lesson, students should be able to:
i. Report the procedure of testing for protein using the Biuret test ii. Report the procedure of testing for protein using the Millon‟s test
Duration: 1 hour
Summarized content:
Exp. 5: Biuret Test
Procedure: Mix some portion of protein e.g. milk, egg albumen or meat extract with sodium hydroxide solution and then add some drops of 1% copper sulphate solution Observation: A purple or violet colour appears
Conclusion: Purple or Violet colour confirms the presence of protein.
Exp. 6: Millon’s Test
Topic Steps Teacher’s activities Student’s activities
Material
Test for Protein using the biuret test
1 The teacher explains the procedures involved in the test for protein using the biuret test. He shows the students the reagents needed
The students listen to the teacher, they ask questions on any area not clear to them.
The
chalkboard, reagents and laboratory
Test for Protein
using the
Millon‟s test
2 He explains the
procedures involved in the test for protein using the Millon‟s test. He shows the students the reagents needed
The students listen to the teacher and they ask questions on any area not clear to them.
chalkboard, reagents, print text and laboratory
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Procedure: Mix some portion of any proteinous substance with few drops of Millon‟s reagent and heat gently
Observation: A white ppt will turn red when heat is introduced.
Conclusion: Red colour confirms the presence of protein
Evaluation: students are asked to state two differences between biuret and millons tests
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150 Week 7
Topic: Test for Fats and Oil (Translucent paper test and Sudan III tests) Objectives: By the end of the lesson, students should be able to:
i. Report the procedure of testing for Fats and Oil using Translucent paper test ii. Report the procedure of testing for Fats and Oil using the Sudan III tests
Duration: 1 hour
Topic Steps Teacher’s activities Student’s activities
Material
Test for Fats and
Oil using
Translucent paper test
1 The teacher explains the procedures involved in the test for Fats and Oil using Translucent paper test. He shows the students the reagents needed
The students listen to the teacher; they ask questions on any area not clear to them.
The
chalkboard, reagents and laboratory
Test for Fats and Oil using the Sudan III tests
2 He explains the
procedures involved in the test for Fats and Oil using the Sudan III tests. He shows the students the reagents needed
The students listen to the teacher and they ask questions on any area not clear to them.
chalkboard, reagents, print text and laboratory
Summarized content:
Exp. 7: Translucent paper mark test
Procedure: Put a drop of vegetable oil onto a piece of paper, allow for some two minutes and hold the paper against the light.
Observation: The spot thus formed will remain permanent, allowing transmission of light being translucent.
Conclusion: translucent paper confirms the presence of Oil.
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Procedure: Put in a test tube 10 cm3 of water mixed with twelve drops of groundnut or olive oil. Shake the mixture very well. An unstable emulsion is formed. Then, add 10 drops of Sudan III to the emulsion and shake the mixture again.
Allow the test tube to stand in a test tube rack for about 10minutes Observation: The oil turns red having taken the colour of the Sudan III Conclusion: The red colour confirms the presence of fat or oil.
Evaluation: teacher asks the students to state the colour change that Sudan III will result to while testing for fat and oil
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152 Week 8
Topic: Water
Objectives: By the end of the lesson, students should be able to:
i. Define water and state its components ii. State three uses of water to animals
iii. Report the procedure of testing for water using Cobalt chloride paper test iv. Report the procedure of testing for water using Anhydrous copper sulphate test
Duration: 1 hour
Topic Steps Teacher’s activities Student’s activities Material Water 1 The teacher defines water
to the students and also mention the components that make up water
The students listen to the teacher, they take notes and they ask questions on any area not clear to them.
The chalkboard
and print
materials
Uses of water 2 The teacher states three uses of water especially in the nutrition of animals. He gives room for students to make comments
The students listen to the teacher, they take notes; they ask questions on any area not clear to them.
The chalkboard and print materials
Test for water using Cobalt chloride paper test
3 He explains the procedures involved in the test for water using Cobalt chloride paper test. He shows the students the reagents needed
The students listen to the teacher and they ask questions on any area not clear to them.
chalkboard, reagents, print text and laboratory
Test for water water using Anhydrous copper sulphate test
4 The teacher explains the procedures involved in the test for water using Anhydrous copper sulphate test. He shows the students the reagents needed
The students listen to the teacher, they take notes; they ask questions on any area not clear to them.
chalkboard, reagents, print text and laboratory
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153 Summarized content:
Water: Generally referred to as the universal solvent, necessary for both plants and animals. The general use of water includes (i) water keeps the colloidal protoplasm fluid (ii) it forms the natural surrounding for many organism (iii) Motile male gametes swim in it to effect fertilisation
In plants water is used in photosynthesis and protein synthesis, it is also used to disperse some fruits, seeds and spores of some plants. Water is equally needed as a solvent in:
germinating seed, mineral salts in soil and transport of minerals/food in plant.
In animals, mammals especially the skin is kept cool during hot weather by the evaporation of water from sweat. Animals use water as a solvent during food digestion, for secretion of various chemical/hormones, for the transport of various substances around the body and for the excretion of waste substances from the body.
Exp. 9: Cobalt chloride paper test
Procedure: Dip a dry blue, cobalt chloride paper in a water suspected liquid Observation: The colour of the paper changes from blue to pink
Conclusion: The liquid is confirmed as water, since its only water that can turn blue cobalt chloride paper pink.
Evaluation: the teacher asks the students to itemise the procedure involved in the cobalt chloride paper test for water.
Exp.10: Anhydrous copper sulphate test
Procedure: Put a spoonful copper sulphate (blue) in an evaporating dish and heat to constant either in an oven or on a Bunsen burner. When the weight is constant, it means it is then in anhydrous state (white). Then add a little drop of a liquid suspected to be water to the anhydrous copper sulphate.
Observation: The anhydrous copper sulphate turns blue from the white state it was
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Conclusion: The suspected liquid is confirmed water. Since it‟s only water that can turn anhydrous copper sulphate blue.
Evaluation: Teacher asks two students discuss colbalt chloride test and anhydrous copper sulphate tests each.
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155 APPENDIX VIII
Biology Instructional Animation Evaluation Rubric
Date: ________________________________________________________________
Name of Evaluator: _____________________________________________________
Institution / Position: ____________________________________________________
Instructional Animation title: ______________________________________________
Subject Area: __________________________________________________________
S/N ITEM 1
SD 2 D
3 A
4 SA
NA A Documentation and Support
1 The instructor manual is clear and thorough 2 The instruction prompter in easily observable
3 There are alternative ways of using the animation package 4 Additional resources such as relevant web links and
bibliographies are suggested
5 Content summary and objectives are clearly stated 6 Activity or procedural steps are clearly stated
7 Help within the animation package is easily accessible and understandable
8 Information are available textually to support the graphical illustration
9 Colours are used to enhance the illustrations
10 The emphasis signals enables user to know the next step to take B Clarity of animation characters
11 The images and equipment does not confuse the learners
12 Characters though animated still convey the required information 13 Images are very clear and distinct
14 Movement of animation character are not confusing 15 Images are of digital clarity
16 Modules and lessons presentation are very clear to pick from 17 Colour changes in the animation are very observable and clear 18 Users participation prompt icons are not hidden
19 The screen is not cumbersome
20 Transition from stage to stage is very observable C Quality of the Sound
21 The quality of the sound is very good and optimize learning 22 The voice in the animation is free of ethnic accent
23 The background music is complementary 24 The user has control over the pitch/sound level
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25 The animation is free of underground unwanted noise D Quality of the Image
26 The quality of the images are high and optimizes learning
27 The text and images are gender fair, i.e. they appeal to both sexes 28 Image, text, graphics and background are complimentary
29 Images used are digitally clear
30 The size of images used are too small E Content
31 The content is accurate and factual 32 The content is educationally appropriate
33 The content is free of error in grammar, spellings and punctuation
34 Screen content contains nothing that would confuse the learner 35 The content is age appropriate
36 Content is bias free, or illustrates a sense of moral and ethical issues
37 Animation expression is an accurate depiction of the real practice 38 The content is free of stereotypes and cultural bias
39 The content meets the Nigerian educational standard 40 The content is level appropriate
F Ease of Use
41 Prompts and directions are clear
42 User can use animation immediately on the first try 43 Instructions of use can be seen on the screen 44 Learner/ user has control over settings
45 User can restart the animation where they stopped.
G Engagement/Interactivity
46 Learners are actively engaged and receive timely feedback 47 Users are motivated to continue learning and to master concepts 48 Lay out is logical, intuitive and consistent
49 Screen direction are easy to follow
50 Pace is controllable with options for stop/ pause/ exit H Technical Quality
51 Animation and graphics are used well
52 Graphics , audio, video and music are of high quality and optimize learning
53 The text and images are gender fair and free of racial, ethnic and cultural biases or stereotype
54 Audio (voice input/output) is well used.
55 The animation permit reversal and branching
I Fun
56 Captivates a range of learning styles
57 Makes learning fun, meaningful and interesting 58 The involvement of user makes the package usage fun J Adaptability
59 Animation package is compatible with other installed programs
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60 Animation package works on various operating system
61 Animation package incorporate features that support assistive technology
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158 APPENDIX IX
Biology Instructional Video Evaluation Rubric
Date: ________________________________________________________________
Name of Evaluator: _____________________________________________________
Institution / Position: ____________________________________________________
Instructional Video title: _________________________________________________
Subject Area: __________________________________________________________
Check the rating for each item
S/N ITEM 1
SD 2 D
3 A
4 SA
NA A Content
1 The content is accurate and factual 2 The content is educationally appropriate
3 The content is free of error in grammar, spellings and punctuation 4 Screen content contains nothing that would confuse the learner 5 The content is age appropriate
6 Content is bias free, or illustrates a sense of moral and ethical issues 7 Video is an accurate depiction of the real practice
8 The content is free of stereotypes and cultural bias 9 The content meets the Nigerian educational standard 10 The content is level appropriate
B Ease of use
11 Easy to play on the PC or Mobile device 12 Directions are clear and not cumbersome 13 User can exit the video at any time
14 User can use/play the video independently on the first try 15 Keys , menus and Icons are accessible and intuitive 16 User has control over the volume
17 User can fast forward or rewind/playback the video 18 Easy to play, forward, rewind or stop
19 The video is reliable and free of disruption by system error 20 Instructions can be seen on screen
C Clarity of Video
21 Videos are high quality and optimises learning 22 Audio or voicing is clear
23 Sound effects are well used 24 Sub titles are timely and correct 25 Video colouring are distinct
26 Background and text are compatible and easy to read 27 Video can open in any smart phone or mobile devices
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28 Video shows all the required steps in the lesson 29 Video has rewind and forward options
30 Video sections are brief and straight to the point 31 The speed of the video is adequate
D Documentation and Support
32 Words pronounced are been complimented with text, that show on the screen
33 Emphasis are made by the use of arrows, colours or flash signals in the video
34 Instruction for play and operation are easy to follow 35 Subtitle is available
E Ability level
36 The video covers a variety of ability levels
37 Appropriate teaching strategy, experience and readability for age level
38 Language of instruction is adequate for the level of learner 39 Instruction does not lead to boredom or frustration
40 The video instruction could be used for any level of student in tertiary institution
F Engagement /Interactivity
41 User are motivated to continue learning and to master concept 42 Instructional video is logical, intuitive and consistent
43 Easy to manipulate through the video
44 The video pace is controllable with options for stop/pause/exit 45 Screen navigation is easy to follow, drag or click
G Attractive
46 The quality of video graphics make it attractive 47 Colour display during lesson can facilitate learning 48 Laboratory and teacher appearance are fascinating 49 Graphic labels are not difficult to read
50 Transition and animation of words are attractive H Technical Quality and Adaptability
51 Video opening and closing has good biological graphical design 52 The video incorporates features that support assistive technology 53 Learner has the ability to use their mobile devices to play the video
as well as on DVD or PC I Accessibility and Speed
54 The video could be easily accessed on the PC 55 The speed of the video recording is adequate
56 Each video lesson can be accessed and played independently 57 The duration of each lesson is adequate and appropriate
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160 APPENDIX X
Instructional Manual for Video package
By
Abiola AKINGBEMISILU
Animal Nutrition:
Food classes and tests
Lessons on 8 Video Modules
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Table of Contents 1. How to play the lesson Videos
2. How to rewind or forward the lesson video
3. How to increase/decrease the volume of the lesson video
4. How to pause the video
5. How to eject or remove the CD
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